Methodological aspects of different approaches to investigate e-learning

Author(s):

Hartmut GiestGerda Kysela-SchiemerThomas KöhlerJohann PehoferPetra GrellAlexander Porshnev

Conference:

ECER 2009

Network:

16. ICT in Education and Training

Format:

Symposium

Session Information

16 SES 10 A, Methodological Aspects of Different Approaches to Investigate E-Learning (part 1)

Symposium, to be continued in Session 16 SES 11 A

Time:

2009-09-30

14:45-16:15

Room:

NIG, HS 3A

Chair:

Hartmut Giest

Discussant:

Thomas Köhler

Contribution

New media has become a leading technology changing almost all spheres of the (knowledge) society. Nearly all kinds of educational institutions share the idea that e-learning is the future-directed way to increase the outcome of educational systems. Therefore it spread quickly in educational institutions (universities, schools and vocational training). Looking more exactly, it becomes obvious that responsible persons in educational institutions often reduce e-learning to Information and Communication Technology (ICT) and expect that it function by itself as a means for creating new forms of learning. E-learning is understood here only as a new kind of technology based learning. Looking at e-learning projects in different European countries often the demanded new learning culture is only linked with ITC use, but only little attention is paid to the fact that the new learning culture is a prerequisite for a new learning, particularly for e-learning (analogues to what Weinert points out, that self-directed learning is its own prerequisite and condition). E-earning hardly can be learned in traditional settings of learning and instruction and a new learning culture can also hardly develop in traditional instructional settings. Therefore we have to look for adequate settings of learning and instruction and for adequate approaches to investigate e-learning. On the background of the working program of an international educational research group (Germany-Austria-Russia) we will discuss different approaches to investigate e-learning and the methodological and methodical consequences for the research programs: media-theoretical and activity approach, system-theoretical and expansive learning approach, organization-psychological approach. Our central question is: What does a new learning culture using new media mean from a constructivist point of view and which consequences arise for educational research programs on new media? We will present different research programs on e-learning based on different approaches, the research-questions and the methods used in the research-process. Particularly it will be reported on research projects on e-learning in teacher training, in-service teacher training and schools. These research-programs are empirical in nature and combine analytical-empirical and qualitative methods. They ask for possibilities and limits of e-learning, the therefore necessary prerequisites in educational systems, organizations, schools and individual learners and how they can be achieved. Particularly we will point to the problem of the relation between technology use and new media based learning culture in order to find a solution for combining the acquisition of pedagogical (content) knowledge and basic knowledge and competencies on technology.

Method

Although the presented projects are empirical in nature they are theory driven and developed based on different, but well defined meta-theoretical approaches such as media-theory-approach, system-theoretical-approach, activity approach and expansive learning approach (subject-scientific-theory). They combine analytical-empirical and qualitative methods. Because of an until now unsolved problem of finding adequate methods to investigate new learning culture based on new media (uses ICT as technological basis) the advantages and limits of methods used in the empirical investigations are discussed in accordance with the underlying theoretical approach. In detail the findings of the different projects shall be imbedded in a methodological discussion that reflects on methods usually used in project-evaluation (such as data analyses - log-file, system reports on user-activities, document analyses; online - questionnaire and interviews with users and moderators) but also on more qualitative methods such as analyses of learning diaries and others.

Expected Outcomes

All projects presented in the symposium point to unsolved problems in different projects on e-learning but show ways to solve these problems as well as methods to investigate main aspects of a new learning culture based on new media and their substratum ICT. A main outcome of the research is to address not only technology aspects (ICT) in teacher training but new learning culture using new media and that it is therefore necessary to foster a new constructive, collaborative and - in accordance with it - subject-oriented learning. It is not enough to orient teacher training only to use ICT in order to cope with new demands of the so called knowledge society.

References

Giest, H. (2004): Qualifying for the future: Hypermedia and Internet in Teacher Training. In J. Pehofer & R. Williams (Eds.), New Media and Teacher Education - Exploring the Issues!, 33-68. Norderstedt: Books on Demand. Giest, H. ( 2006): Neue Medien - Neue Lernkultur. Grundschulunterricht, Heft 9, 2-4. Giest, H. (2006): Nutzung Neuer Medien - eine Kulturtechnik im Sachunterricht? In D. Cech, H.-J. Fischer, W. Holl-Giese, M. Knörzer & M. Schrenk (Hrsg.), Bildungswert des Sachunterrichts, S. 253-262. Bad Heilbrunn: Klinkhardt. (Probleme und Perspektiven des Sachunterrichts, Bd. 16.) Giest, H. (2008):The Formation Experiment in the Age of Hypermedia and Distance Learning. In B.v. Oers, W. Wardekker, E. Elbers & R.v.d. Veer, The Transformation of Learning, pp. 100-126. Cambridge a.o.: Cambridge University Press. Поршнев А.В. Психологические аспекты эффективного использования Интернета в образовательных целях // Культурно-историческая психология. –2008. –№3. –C. 43-50 Поршнев А.В. Новая образовательная культура: роль преподавателя // Международная коллективная монография «Психология и педагогика в инновационных процессах современного образования». – Ставрополь: СГУ 2008 Поршнева Е.Р.,Поршнев А.В., Марке Д. Болонский процесс, новая образовательная культура и новые задачи обучения иностранным языкам в высшей школе // материалы Всероссийской научно-методической конференции «На пути к Болонскому процессу: новое качество профессионально-ориентированной языковой подготовки бакалавра, специалиста, магистра» 23-24.01.2007 Институт ИЯ при Университете Экономики и Финансов Санкт-Петербург Поршнев А.В. Индивидуальность и обучающие программы, условия эффективного взаимодействия // Изд.дом ГУ-ВШЭ, Материалы Всерос. конф., г.Москва, 2-3 нояб. 2006 Обухова Л.Ф., Поршнев А.В., Поршнева Е.Р., Гапонова С.А. Конструирование компьютерной обучающей программы на основе теории П.Я.Гальперина // Вопросы психологии, 2002. №5. 103-114с. Поршнев А.В. Психологические принципы разработки компьютерных обучающих программ для обучения студентов французскому языку // Психологическая наука и образование – 2001. №4. с. 81-90 eContent, 2002, www.cordis.lu/econtent/home.html EPICT - The European Pedagogical ICT Licence, 2003, www.epict.org EPICT in Austria: http://www.epict.at/ Grell, P.: „Im Bild erinnert – aus der Sprache gefallen?“ Bild-Text-Collagen als Forschungs- und Reflexionsinstrument. In: Dörr, M.; von Felden, H.; Klein, R.; Macha, H.; Marotzki, W. (Hrsg.): Erinnerung - Reflexion – Geschichte. Erinnerung aus psychoanalytischer und biographie¬theoretischer Perspektive. Opladen: VS-Verlag 2008, S. 179-193. Grell, P.: Ergebnisse der Interviews mit Expertinnen und Experten. In: Luca, Renate; Aufenanger, Stefan unter Mitarbeit von Petra Grell (2007): Geschlechtersensible Medienkompetenzförderung. Mediennutzung und Medienkompetenz von Mädchen und Jungen sowie medienpädagogische Handlungsmöglichkeiten. Berlin: Vistas 2007 (Schriftenreihe Medienforschung der Landesanstalt für Medien Nordrhein-Westfalen; 58) S. 127–181

Author Information

Hartmut Giest

University of Potsdam

teacher training

Germany

Gerda Kysela-Schiemer

PH Wien

Wien

Thomas Köhler

Technical University of Dresden

Fakultät für Erziehungswissenschaft

Dresden

Johann Pehofer

Pädagogische Hochschule Burgenland

Kompetenzzentrum für Forschung und Entwicklung

Eisenstadt

Petra Grell

University of Potsdam

Erziehungswissenschaft

Potsdam

Alexander Porshnev

State University Higher School of Economics (Moscow) in Nizhny Novgorod

Social Science

Potsdam

180

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